Avaliação em Educação Física: O Que Sabemos? Onde Estamos? Para Onde Queremos Caminhar?

Abstract

The assessment problematic in the educational context is the opening point of this reflection. Starting from a characterization of the assessment practices that have prevailed in the school context and the demands of the new curricular configuration in Portugal, is defend an evaluation perspective that enhances learning, in detriment of an assessment centered on the results and the traditional assessment types, where the summative assessment prevails. The text unfolds around three questions - where are we? What do we know? Where do we want to go? - seeking to deconstruct the entrenched idea that assessment is synonymous of classification, defending the value of formative assessment in a double function: to inform the teacher and students, in a dynamic collaborative work. At Physical Education is emphasize the need to value the experiential component along with the functional and propositional components. The need for an alignment between curriculum, pedagogy and assessment, and student involvement throughout whole the process, is the target that should be achieved.